Date
11-13-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Constance Pearson
Keywords
RtI, inclusion, MTSS, interventions
Disciplines
Education | Special Education and Teaching
Recommended Citation
Connors Buono, Kari, "General Education Teachers' Experience with Implementing Accommodations to Students with Special Needs: A Phenomenological Qualitative Study" (2024). Doctoral Dissertations and Projects. 6146.
https://digitalcommons.liberty.edu/doctoral/6146
Abstract
This hermeneutic phenomenological study describes general educators' experiences implementing interventions for students with special needs in classrooms across the Eastern United States. The study's theory is Ajzen’s theory of planned behavior. This research was conducted with eleven general education teachers participating through interviews, journal entries, and focus groups. The sampling technique used was purposive sampling. The qualitative data was triangulated and analyzed for codes and themes. The themes were 1- Ways to improve attitudes, 2- Consequences of unsupported expectations (attitudes), 3- Responsibilities for school personnel to discern, 4-Perceived peer interactions and requirements (subjective norm), and 5- Belief in personal ability (perceived behavioral control). Going into the research, the assumption was that general education teachers develop negative attitudes because they are forced to implement interventions. This research, however, suggested that these teachers develop negative attitudes due to the lack of training, time, support, and resources.
